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Educ. Sci. 2019, 9(2), 75;

Digital Story Map Learning for STEM Disciplines

Department of Forestry and Environmental Conservation, Clemson University, Clemson, SC 29634, USA
Department of Environmental Engineering and Earth Sciences, Clemson University, Anderson, SC 29625, USA
Clemson Center for Geospatial Technologies (CCGT), Clemson University, Clemson, SC 29634, USA
College of Agriculture, Forestry, and Life Sciences (CAFLS) Office of Assessment, Planning, and Accreditation, Clemson, SC 29634, USA
Author to whom correspondence should be addressed.
Received: 1 March 2019 / Revised: 4 April 2019 / Accepted: 5 April 2019 / Published: 11 April 2019
PDF [1391 KB, uploaded 11 April 2019]


Modern technological advances and trends require new pedagogy and delivery of mapping materials to prepare the future workforce in the disciplines of Science, Technology, Engineering, and Mathematics (STEM) for an increasingly technology-dominated society. The purpose of this study was to develop an Environmental Systems Research Institute (ESRI) Story Map “Soil Forming Factors: Climate” for multiple STEM disciplines based on the design guidelines from the Cognitive Theory of Multimedia Learning (CTML). The study incorporated a two-group post-test only design that utilized multiple methods of analysis, including a quality assessment of the ESRI Story Map using the five principles of effective storytelling, direct quantitative measures of learning (quiz), and surveys of participants’ perceptions (PowerPoint presentation versus ESRI Story Map) using QualtricsTM. Survey results were summarized by gender, academic classification (year), and academic major program. The newly developed ESRI Story Map was an effective teaching tool as demonstrated by quiz scores and students’ positive responses. Post-testing scores indicated that ESRI Story Maps were an effective way to learn and were viewed as effective as traditional teaching methods (e.g., PowerPoint). Additionally, students reported feeling comfortable using ESRI Story Maps. These positive responses were consistent by gender, major, and academic classification (year). This research indicates that adding audio may improve the use of this ESRI Story Map for educational concept delivery. Empirical studies such as this that include multifaceted quantitative and qualitative assessments are critical to understanding the benefits of new types of multimedia learning in an educational setting. View Full-Text
Keywords: Cognitive Theory of Multimedia Learning (CTML); e-education; eLearning; Geographic Information Systems (GIS); multimedia; reusable learning objects (RLOs); soil; taxonomy; web application Cognitive Theory of Multimedia Learning (CTML); e-education; eLearning; Geographic Information Systems (GIS); multimedia; reusable learning objects (RLOs); soil; taxonomy; web application

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This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited (CC BY 4.0).

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Groshans, G.; Mikhailova, E.; Post, C.; Schlautman, M.; Carbajales-Dale, P.; Payne, K. Digital Story Map Learning for STEM Disciplines. Educ. Sci. 2019, 9, 75.

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